Young children's media regularly features animals as its central characters. Potentially reflecti... more Young children's media regularly features animals as its central characters. Potentially reflecting children's well-documented affinity for/with animals, this mediabooks, toys, songs, clothing, electronic media, and so on-carries with it many explicit and implicit messages about animals and human-animal relationships. This article focuses on the particularly foundational age of children under four and their parents/caregivers as children's first early childhood environmental educators. Drawing on ecofeminism, ecocriticism, and early childhood environmental education, we explore messages about animals in children's media, critically considering notions of mis-and dis-placement, anthropomorphism, and subjectivity. Our inquiry challenges parents and environmental educators to reconsider the lessons young children learn about animals from their surrounding media and explore possible alternatives that question and seek to transform social and ecological inequalities.
Deciphering complex signals of constructed educational systems requires symbolic interpretation; ... more Deciphering complex signals of constructed educational systems requires symbolic interpretation; deciphering complex signals that are inherently ignorant of their ecological roots requires a modification of a semiotic approach, which we call ecosemiotics. This paper examines one of many average classrooms through this veil of perception. As part of a larger reevaluation of learning in modern culture, we take apart some of the symbols of the classroom and its contained learning. The paper ends with the positing of several more ecosophically inclined teacher responses.
This chapter focuses on an ongoing collaborative project involving teacher educators committed to... more This chapter focuses on an ongoing collaborative project involving teacher educators committed to exploring contingent conceptions of knowledge and identity in their work. Using the world wide web as a site of relationality in which research, teaching, and art overlap in an effort at socially useful activity, the project includes collaboration on the part of the educators involved and a
In response to the growing number of sustainability policies being enacted at higher education in... more In response to the growing number of sustainability policies being enacted at higher education institutions, this article examines the relationship between policy and pedagogy, asking how policy texts can both enable and impede the implementation of sustainability pedagogy in higher education. To explore this question, we have undertaken a case study at the University of British Columbia, analyzing two campus-wide visionary policies that call for sustainability education: Trek 2010: A Global Journey and Inspirations and Aspirations: The Sustainability Strategy. We analyze these documents to show how the goals and strategies within them have the potential to affect the teaching and learning of sustainability across the university, directly and indirectly. Our analysis is coupled with a series of suggestions on how the policy process might be better executed in the future for more pedagogically effective sustainability policy.
... Both hypertext and hypermedia function using a number of key features (Dicks, Mason,Coffey, &... more ... Both hypertext and hypermedia function using a number of key features (Dicks, Mason,Coffey, & Atkinson, 2005), including textual, visual, and/or aural entities (nodes), and a means of enabling the reader to move between entities (links). ...
This book explores why the concept of wild pedagogy is an essential aspect of education in these ... more This book explores why the concept of wild pedagogy is an essential aspect of education in these times; a re-negotiated education that acknowledges the necessity of listening to voices in a more than human world, and (re)learning how to dwell in a place. As the geological epoch inexorably shifts to the Anthropocene, the authors argue that learning to live in and engage with the world is increasingly crucial in such times of uncertainty. The editors and contributors examine what wild pedagogy can truly become, and how it can be relevant across disciplinary boundaries: offering six touchstones as working tools to help educators forge an onward path. This collaborative work will be of interest to students and scholars of wild pedagogies, alternative education and the Anthropocene, and for all those engaged in re-wilding education.
Young children's media regularly features animals as its central characters. Potentially reflecti... more Young children's media regularly features animals as its central characters. Potentially reflecting children's well-documented affinity for/with animals, this mediabooks, toys, songs, clothing, electronic media, and so on-carries with it many explicit and implicit messages about animals and human-animal relationships. This article focuses on the particularly foundational age of children under four and their parents/caregivers as children's first early childhood environmental educators. Drawing on ecofeminism, ecocriticism, and early childhood environmental education, we explore messages about animals in children's media, critically considering notions of mis-and dis-placement, anthropomorphism, and subjectivity. Our inquiry challenges parents and environmental educators to reconsider the lessons young children learn about animals from their surrounding media and explore possible alternatives that question and seek to transform social and ecological inequalities.
Deciphering complex signals of constructed educational systems requires symbolic interpretation; ... more Deciphering complex signals of constructed educational systems requires symbolic interpretation; deciphering complex signals that are inherently ignorant of their ecological roots requires a modification of a semiotic approach, which we call ecosemiotics. This paper examines one of many average classrooms through this veil of perception. As part of a larger reevaluation of learning in modern culture, we take apart some of the symbols of the classroom and its contained learning. The paper ends with the positing of several more ecosophically inclined teacher responses.
This chapter focuses on an ongoing collaborative project involving teacher educators committed to... more This chapter focuses on an ongoing collaborative project involving teacher educators committed to exploring contingent conceptions of knowledge and identity in their work. Using the world wide web as a site of relationality in which research, teaching, and art overlap in an effort at socially useful activity, the project includes collaboration on the part of the educators involved and a
In response to the growing number of sustainability policies being enacted at higher education in... more In response to the growing number of sustainability policies being enacted at higher education institutions, this article examines the relationship between policy and pedagogy, asking how policy texts can both enable and impede the implementation of sustainability pedagogy in higher education. To explore this question, we have undertaken a case study at the University of British Columbia, analyzing two campus-wide visionary policies that call for sustainability education: Trek 2010: A Global Journey and Inspirations and Aspirations: The Sustainability Strategy. We analyze these documents to show how the goals and strategies within them have the potential to affect the teaching and learning of sustainability across the university, directly and indirectly. Our analysis is coupled with a series of suggestions on how the policy process might be better executed in the future for more pedagogically effective sustainability policy.
... Both hypertext and hypermedia function using a number of key features (Dicks, Mason,Coffey, &... more ... Both hypertext and hypermedia function using a number of key features (Dicks, Mason,Coffey, & Atkinson, 2005), including textual, visual, and/or aural entities (nodes), and a means of enabling the reader to move between entities (links). ...
This book explores why the concept of wild pedagogy is an essential aspect of education in these ... more This book explores why the concept of wild pedagogy is an essential aspect of education in these times; a re-negotiated education that acknowledges the necessity of listening to voices in a more than human world, and (re)learning how to dwell in a place. As the geological epoch inexorably shifts to the Anthropocene, the authors argue that learning to live in and engage with the world is increasingly crucial in such times of uncertainty. The editors and contributors examine what wild pedagogy can truly become, and how it can be relevant across disciplinary boundaries: offering six touchstones as working tools to help educators forge an onward path. This collaborative work will be of interest to students and scholars of wild pedagogies, alternative education and the Anthropocene, and for all those engaged in re-wilding education.
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